Richard 3

10/19: HOMEWORK: Start pulling your notes together for the test on Wednesday.

We wrapped up discussion about Richard 3 and set the test date for Wednesday.

10/18: HOMEWORK: Please write the reflection about the oration performances today. See "Guidelines for reflection" attached below.

We performed the orations and finished the play by watching the battle scene from The Hollow Crown.

10/17: See " Shakespeare oration work + grading" attached below for the instructions used in class today. Continue to work on the blocking for the orations: focus today is on the troops. How do the troops react/interact with their respective leaders? Do they cheer? When? Do they look afraid? When and why?

10/16: We worked in rose groups on the orations. First paraphrasing, then as a group talking through tone (the speaker's attitude toward leadership and his troops), how the speaker feels about : his men, the opposing forces, the impending war, etc. Then, starting to think about performance: what lines should be stressed? What words within lines? Begin blocking for Richmond or Richard.

10/13: HOMEWORK: Forsyth "Personification" (see details on Forsyth chapters page - link at the bottom of the Shakespeare page).

10/12: HOMEWORK: See "Richard 3 5.1-5.3" attached below.

We read 5.1 - the beginning of 5.3 (bottom of page 161). Focused on our last communication with Buckingham, our first with Richmond and Richard on the verge of battle.

Remorse: deep regret of wrongs committed (root word means "to bite"); regret: sorrow for what is missing or absent, disappointed about how things turned out (root word means "lament" or "bewail")

10/10: We revisited 4.4 - especially the conversation between Richard and Elizabeth. We looked at how Shakespeare uses iambic pentameter to move the conversation, to demonstrate Elizabeth's disdain for Richard and her lack of fear (perhaps recognition that she has nothing to lose?). We also looked at the polyptotons - all in Elizabeth's control (intelligence and quick wit). We finished Act 4 (Richard's nervousness/paranoia and power, Stanley (the danger he's in and his bravery in contacting Richmond)

10/6: See Richard 3 4.4 + Forsyth attached below and Richard 3 4.4 (cut script). Forsyth's chapter is on the Forsyth page.

10/5: HOMEWORK: Read “ Power Causes Brain Damage” tonight. The article presents latest research and posits some conclusions. After you’ve read, on the other side of the notecard: react to the article. What did you find interesting and WHY? Can you see points reflected in our world today? In the play, etc.” Why does this matter? Be specific and clear. Fill the side of the card.

In class We finished 4.2: On one side of the notecard: React to the scene. How do you see Buckingham now and WHY? Why do you think he needed to “stop for breath” and what do you think he was thinking about while he was gone? What was he going to tell Richard when he returned to the throne room about the boys and how do you know that (what aspect(s) of his character and his past actions give you that impression? Be specific and clear and fill the side of the card.

10/4: In an abbreviated period, we read half of 4.2. Thinking about what Buckingham might say when he comes back from taking a breath.

10/3: HOMEWORK: on the front of the notecard: list 3-5 takeaways - things you learned about character, about plot, about motivations, relationships, etc. On the back of the notecard: reflect about the experience: what were your strengths? What did you struggle with? What discoveries did you make (about yourself, about the play, about performance, etc.)? How did you do understanding the scene? Fill the back of the notecard.

In class: We worked through 4.1 Each student was assigned a character. Each write for a few minutes about what they knew about their character, his/her motivations, relationship with Richard, context of the scene and how that would affect each character, etc. THINKING about where we are: boys in the Tower, Hastings death at the council and the subsequent public discussions, Richard poised to be king, etc. and thinking about how each character is affected by these events and what each character's relationship with Richard is. Students then read their character's part and cue line, working to understand what was being said and why (emotional underpinnings), then met with others who studied the same character, then walked through the scene with all characters present.

10/2: We talked through the where we are at the end of Act 3 - Richard poised to be king, Buckingham's indispensable role, Richard's state of mind and his obstacles as we move forward.

9/28: Get together in small groups (groups of 3 or 4) and continue reading the play. Start on page 110 and try to get through 3.7 (make sure that you stop and talk your way through the plot and its implications). On the back of the notecard (from last night): make a list of the most important insights your group had about what you read and tell me WHY these matter (at least 5). Turn these in to the sub at the end of the period,

Over the weekend (this will count as an assessment): choose one of the following speeches to examine more closely. Please paraphrase the speech, then write a reflective paragraph about WHY this speech matters. Focus on what it reveals about people’s perceptions of Richard, about Buckingham’s character and place in the play, OR about Richard’s state of mind at this point in the play. Make connections to earlier scenes in the play to be eligible for a B. Analyze Shakespeare use of rhetorical devices and/or language in the speech to be eligible for an A. Eligible Speeches Choose one: (you can find these attached below): Richard’s speech on 111 (3.5.71-94), The Scrivener’s speech (3.6), Buckingham’s speech on 117-1118 (3.7. 116-139), Richard’s speech on 118-119 (3.7.173-199). Due Monday.

9/27: HOMEWORK: Revisit the end of 3.4 (from Hasting's line "Woe, woe for England..." until the end). The scene we watched today cut everything except the "Woe, woe for England..." line, Lovell's line : "Come, come dispatch; 'tis bootless to exclaim" and Hasting's line: "O bloody Richard! Miserable England!" My question is - should they have cut everything as they did OR are there line that you think are important. On the front of the notecard: make your case - defend the decision made by the film OR tell me what you would add back in and why (if you are adding lines in, write only the first few words). Be specific and clear about why. For full credit, fill the side of the card.

In class: We met in groups to talk about the character work and then shared out what we think each character is thinking and will be thinking/doing after Richard puts his plan in action, and watched and discussed the council meeting from Pacino's Looking for Richard.

9/26: HOMEWORK: revisit your character's position in the play and how s/he would feel situated as we approach the council meeting. See "Richard 3 Homework after 3.3" (attached below).

In class we discussed context and read 3.2 and 3.3. Hastings does not seem to be long for this world.

9/25: Revisiting the scene with the presumptive king (Prince Edward). We watched the scene from Hollow Crown to see how they played the interactions and relationships. We also watched a scene from The Dark Knight to recognize ways of manipulation that Richard might use in the council meeting tomorrow.

9/22: We are through 3.1. Richard's plan is in full swing - uncles in jail, children in the Tower, Buckingham on board and a plan to try to get the council to ordain Richard. Revisit the last 2 pages of 3.1 to make sure you understand the plotting, planning and next steps.

9/21: HOMEWORK: Write about what you discovered today, both about character relationships and motivations, AND about performance. Make sure that you identify at least 3 content discoveries (and tell me how you know them) and three performance discoveries (either from your own OR from others), how you discovered them and WHY they matter. Then, spend some time thinking about scene 3. Is it crucial to the play? As a director, would you choose to keep it or cut it and WHY? Would you keep some of it and cut the rest? Where would you cut and WHY? Fill at least the front of a notebook page (8 ½ by 11) with your thoughts.

We worked with the cut script for 2.2 and 2.3 in class today (see "Richard 3 2.2 and 2.3 script" attached).

9/19: HOMEWORK (Due Thurs): Forsyth chapter and response (see Forysth page for more information.

Work on staging the murder scene and moving on to 2.1.

9/18: We made our way through 1.4 in small groups.

9/15: HOMEWORK FOR MONDAY: See "Shakespeare reflection assessment 1" (attached below).

Continue in small groups to finish 1.3 AND to make sure we all understand what happened, Richard and Margaret's speeches, relationships conflicts, etc. See "Richard 3 1,3 (end) + 1.4 attached below.

9/14: HOMEWORK FOR MONDAY: See "Shakespeare reflection assessment 1" (attached below).

Small groups to start - we need to get a sense of character, or relationships, etc. Pay attention to the characters who use wordplay (sign of intelligence and means they can keep up with Richard), context matters (Clarence in jail and why, King Edward is ill, Queen is not from a royal line and her marriage was controversial AND Richard's desire and his willingness to "act" to manipulate.

9/13: We revisited Richard's speech in Henry VI, part 3 , to examine the extended similes (one on a cliff looking out and one in a thorny wood) and talked about his disdain for women and his ability to "act" in any way that a situation requires in order to get what he wants. We also looked at metonymy and synecdoche in the speech. We finished 1.2.

9/12: See "Richard 3 1.2" for classwork + homework. You can find the Forsyth reading on the Forsyth page.

9/7: HOMEWORK: Clips of opening soliloquy (see 9/5 below).

On our feet today: Tapestries for the Lancasters and Yorks to show their respective families in a heroic light. Then we plunged into the play - through scene one, watching Richard's plots laid, inductions dangerous.

9/6: We worked together on Richard's opening soliloquy and talked about the background of the play. Here's the complete text.

9/5: Between now and Friday, please go to the website and watch at least three of the four different versions of the opening soliloquy form Richard 3. As you watch, pay attention to the staging (the scene and how it is constructed, the sense of setting you get etc.) as well as the performance (I would suggest watching twice). After you watch: react to what you saw in your journal (make sure to note which version you are watching) – write about the characterization of Richard and what you thought of it, write about what you understood from performance about the speech that you hadn’t before, about choices that you see being made and what you think of those and why, new insights you have gained, etc. For each clip you should strive to write at least 2/3rds of a page. Links: Royal Shakespeare, Ian McKellan, Lawrence Olivier, David Morrisey

9/1: Tonight, please read over the soliloquy I gave you in class today. Work on it two or three times - paraphrase what you can, try to group the lines in ways that make sense (THINK about what we have ben doing in class - looking for shifts, identifying purposes, etc.). Do what you can and come to class prepared to talk about it tomorrow.